This qualitative research study explored how the special education teachers describe the administrative support needed to stay in the profession and the barriers to obtaining administrative support in the school district of southcentral Maryland, United States. This study answered two research questions: first, on how the special education teachers describe the administrative support needed to stay in the profession, and second, the barriers to obtaining administrative support. Data were collected from 18 participants (i.e., twelve for one-on-one interviews and six in the focus group) employed at the school district of southcentral Maryland, United States. The study sample was selected using purposive sampling. The researcher utilized NVivo software and Braun and Clarke's thematic analysis to identify the codes, categories, and themes. The initial codes were predetermined based on the five dimensions of Parker's relational work model. Data analysis resulted in a number of themes: fostering supportiveness through communication, rapport, receptivity, respect, and involvement in non-academic events; delegating leadership responsibility to aspiring teachers; promoting capacity building to teachers through professional development; giving recognition to deserving teachers; treating teachers unfairly as manifested by favoritism, racial discrimination, position, and student distribution; and showing lack of support through limited availability and bullying. The findings of this study can benefit school administrators by recommending the types of administrative support needed by special education teachers to stay in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]